Reverse mentoring in the Financial literacy teaching system

Abstract

The article attempts to theoretically substantiate and experimentally verify the system of reverse mentoring as an important factor in the formation and disclosure of the personal potential of the subjects of education. Reverse mentoring is considered as a tool for the formation and development of human capital, which, in turn, acts as a basic systemic phenomenon of a meta-subject nature and is becoming increasingly relevant in the modern pedagogical system. It is proved that mentoring does not depend on age, the usual mentoring from teacher to student does not always remain effective and, therefore, a completely different way of developing and implementing a mentoring system is possible. The model of organization of reverse mentoring on financial literacy at the university is proposed. The stages of mentoring activity in the practice of teaching financial literacy are substantiated. The stages and results of the pedagogical experiment are described in detail. The conducted research and experiment showed that the main goals were achieved, the participants of the experiment (mentors) not only formed subject, meta-subject competencies, but also thought seriously about the nearest pedagogical activity in this system. A large number of students-participants of the reference group had a high motivational level to master the discipline; skills of multi-age interaction on financial literacy; self-awareness as a future teacher who will have to communicate in a new reality.